High School Biology Teaching Research Based On The Development Of Higher-order Thinking Skills

With the rapid development of the education era,the society has put forward higher requirements for the cultivation of high-quality talents in the future.It is required that during the education and teaching process,the teachers should focus not only on the acquisition and accumulation of students' knowledge,but also on the overall development of core literacy such as students' thinking ability.At present,it has become an important research topic in the global education field to cultivate students' higher-order thinking skills,which is a comprehensive application skill that produces at a higher cognitive level.It is embodied in three dimensions: analytical thinking ability,evaluation thinking ability and creative thinking ability.Biology is an important part of the natural sciences,a discipline that mainly studies the structure,function and development of organisms.It also contains the process of human exploration of nature and some unique ways of thinking.The biology discipline plays an irreplaceable role in cultivating students' higher-order thinking skills.The author conducts a preliminary study on the teaching of high school biology based on the development of higher-order thinking skills.The main structure of this thesis is as follows.The first part explains the research background,research purpose and significance,research status and research methods at home and abroad,and defines related concepts through the literature research method.The second part adopts the questionnaire survey method to set up students' and teachers' questionnaires.The questionnaires investigate the current situation of high school thinking skills in high school biology teaching,and analyze the existing problems and main influencing factors according to the survey results.On the basis of the questionnaires,the third part proposes the teaching strategy and teaching mode to promote the development of high-order thinking,and uses the teaching model to verify its effectiveness.The fourth part is the main results of the research and the lack of research and reflection.This paper analyzes the results of questionnaires and finds that:(1)At present,the thinking skills of most students is still at the low-level thinking skills,while thehigher-order thinking skills is still lacking.(2)The development of students' thinking has the characteristics of lack of autonomy,serious thinking,and question.(3)Teachers lack the awareness of the cultivation of higher-level thinking skills in the teaching process.(4)There is a lack of theoretical guidance and specific implementation methods,and also lack of correct guidance and evaluation of students' higher-level thinking skills.In response to these problems,the paper analyzes and proposes the teaching strategies and modes to promote the development of their higher-order thinking,and adopts the teaching experiment method to conduct the one-semester teaching practice on the experimental classes.The same set of questionnaires is used to test the students before and after the test.The comparison shows that students have been significantly improved in the three dimensions of analyzing thinking skills,evaluating thinking skills and creating thinking skills.The practice test shows that "high school biology teaching based on the development of high-order thinking skills" plays a positive role in the cultivation of students' higher-level thinking skills,in order to provide a theoretical and practical basis for cultivating students' higher-level thinking skills in high school biology teaching.